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iRubric: Game Evaluation rubric

iRubric: Game Evaluation rubric

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Game Evaluation 
Rubric designed to evaluate a serious game for both the effectiveness of a game and the platform it was built on.
Rubric Code: F22XX4C
By ericksonr
Draft
Public Rubric
Subject: Vocational  
Type: Assessment  
Grade Levels: Post Graduate

Powered by iRubric Reaction of User
How did users react to the simulation? Do they value it? Are they motivated by it?
 
Attention

The game includes challenging activities and assignments that meet the level of the user so that the user does not become frustrated. Activities are based on the user setting. Allows for growth.
Poor

The game has one setting.
Fair

The game has two different settings to accommodate users at different levels of play.
Excellent

The game has three different settings to accommodate users at different levels of play.
Engaging Video Content

Visual representations in the game are easy to interpret. Visceral, audio, and visual content allow user to become immersed in the world created by the game.
Poor

Videos and visual representations have to be replayed often enough to distract the user from the world created by the game.
Fair

Users make progress through different levels but often to repeat videos/ visual representations to progress through levels.
Excellent

Users are able to follow and use videos and visual representations in the game to progress through different levels of the games.
Interaction with Game

Users are able to make connections with their avatar. Student is able to connect to AI constructs in the games. AI constructs provide topics or questions that engage the user.
Poor

Avatars are flat, the character does not feel a connection with them or with the AI characters. Does not help keep the user immersed in the game.
Fair

Avatars are relatable. AI characters help but the user is able to use them but not connect to them.
Excellent

Users feel like they are the avatars and AI characters have a direct effect on their game play. Creates a relationship with the user.
Learning
What knowledge was learned? What skills were developed or improved? What standard of performance was set? What attitudes changed?
 
Relevance

Real World Scenarios that are based on clear rules and set clear goals.Important elements are able to be differentiated.
Poor

Scenarios are not believable. Rules are not clear and/or change throughout the game.
Fair

Scenarios are flat but abide the rules of the game.
Excellent

User is immersed in scenarios that abide by the rules of the game.
User Choice and/or Collaboration

Choices and changes the user make remain or have a direct effect on the results in the games. Game can be player in single player or team mode.
Poor

User cannot tell the difference between items to be taken. Users cannot save when needed. One mode of play.
Fair

Objects are replaced if the user leaves the screen and return. Progress save points are too far apart. Choices effect the results of the games. Two modes of play.
Excellent

If a user takes something, it remains gone in the game. Progress can be saved at reasonable points. Choices made effects outcomes. Two modes of play.
Feedback

Clear feedback is provided to the user. Feedback provided is consistent and allows users to grow and in an exciting environment.
Poor

Feedback is not provided.
Fair

Feedback is inconsistent and confusing to the user. There are lulls in game play that are distracting.
Excellent

Feedback is clear and consistent. Growth is encouraged in exciting ways.
Behavior
Did students behavior change? How much transfer of knowledge, skills, and attitudes occurred?
 
User Pace and Rewards

User controls pace and sequencing. Rewards are given that keep user immersed in game.
Poor

Pace is set by game. Rewards are not given for completing portions.
Fair

Users control pace and sequencing. Rewards are not helpful. They do not increase the users capabilities.
Excellent

Users control pace and sequencing. Rewards are helpful. They increase the users capabilities or capacities.
Skill Level

Content is engaging at each skill level. Context sensitive help so user does not need special manual. Game elements are consistent.
Poor

Content does not engage user. Content sensitive context is not available.
Fair

Content is engaging but does not provide content sensitive context without an additional manual.
Excellent

Engaging content is provided at each level with sensitive context to assist player to prevent frustration or other the need for other manuals.
Results
What benefits resulted? How did proficiency increase?
 
Experience

User learned intended information or behaviors.
Poor

User did not meet objectives.
Fair

User met objectives but learning did not carry over into desired area.
Excellent

User met objectives and learning carried over into real world situations.
Enjoyment

User became immersed in game. User flow was not interrupted. Learning experience was enjoyed.
Poor

User did not become immersed in the game. Flow was not maintained. User was uninterested.
Fair

User became immersed despite the interruption of flow.
Excellent

Flow is not interrupted so that user become immersed in game play and enjoys experience.
Continuation

Users want to continue play at the completion of the game. Users are willing to repeat the game at different levels.
Poor

Users don't complete game or have no interest in repeating it.
Fair

User complete game but do not want to repeat it.
Excellent

Users complete the game and want to repeat the game at different levels to continue to grow.




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